Participatory design of improved forage/fallow options across soil gradients with farmers of the Central Peruvian Andes

2020 ◽  
Vol 300 ◽  
pp. 106933 ◽  
Author(s):  
Steven J. Vanek ◽  
Katherin Meza ◽  
Raul Ccanto ◽  
Edgar Olivera ◽  
Maria Scurrah ◽  
...  
Keyword(s):  
Participatory Design ◽  
Peruvian Andes ◽  
Soil Gradients

Use of Participatory Design to Enhance Accessibility of Slate-Type Devices

2012 ◽  
Author(s):  
Gurjot S. Dhillon ◽  
Yasmine N. El-Glaly ◽  
William H. Holbach ◽  
Tonya L. Smith-Jackson ◽  
Francis Quek
Keyword(s):  
Participatory Design

Classification of Health/Safety Issues/Concerns and Solutions Identified by Participatory Design Teams

2012 ◽  
Author(s):  
Scott Ryan ◽  
◽  
Megan Dove-Steinkamp ◽  
Suzanne Nobrega ◽  
Lize Tibirica ◽  
...  
Keyword(s):  
Participatory Design ◽  
Design Teams ◽  
Health Safety ◽  
Safety Issues

DESIGN APPROACH TO REHABILITATION: DEVELOPING THERAPY ASSISTIVE PRODUCTS FOR CHILDREN WITH HEMIPLEGIC CEREBRAL PALSY

2018 ◽  
Vol 12 (2) ◽  
pp. 307
Author(s):  
G.Y.A. Shanya I. Perera ◽  
W.M.N. Dilshani Ranasinghe
Keyword(s):  
Cerebral Palsy ◽  
Functional Outcomes ◽  
Iterative Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Physical Disabilities ◽  
Comprehensive Understanding ◽  
Constructive Feedback ◽  
Children With Disability ◽  
Hemiplegic Cerebral Palsy

Therapy plays an important role in rehabilitation of children suffering from physical disabilities. Disability conditions like Hemiplegic Cerebral Palsy require vigorous therapy measures, which could be unappealing to children. Using therapy assistive products for rehabilitation can make therapy activities engaging and appealing to children and yield effective outcomes. However, there is limited availability of context based therapy assistive products, which are engaging, and appealing to children suffering from Hemiplegic Cerebral Palsy. This study explores how design methodology can be used to develop therapy assistive products for rehabilitation of children with disability. The study is based on developing a set of therapy assistive products to improve the hand-skills of children with Hemiplegic Cerebral Palsy. Developing therapy assistive products require comprehensive understanding of therapeutic aspects, design aspects and careful integration of the two disciplines. Hence, practicing multidisciplinary and participatory design approaches in the design process is imperative. Usability of therapy assistive products are highly impactive in nature, and therefore an iterative process of prototyping, testing, receiving constructive feedback and developing the products based on feedback should be adopted to achieve feasible and  functional outcomes.

TEACHING INNOVATION AND THE USE OF SOCIAL NETWORKS IN ARCHITECTURE: LEARNING BUILDING SERVICES DESIGN FOR SMART AND ENERGY EFFICIENT BUILDINGS

2018 ◽  
Vol 12 (1) ◽  
pp. 367
Author(s):  
Samuel Domínguez-Amarillo ◽  
Jesica Fernandez-Aguera ◽  
Patricia Fernandez-Aguera
Keyword(s):  
Social Networks ◽  
Undergraduate Students ◽  
Participatory Design ◽  
Energy Use ◽  
Smart Cities ◽  
Learning Experience ◽  
Professional Community ◽  
New Paradigm ◽  
Teaching Innovation ◽  
Energy Efficient Buildings

Today’s buildings are evolving from structures comprising unchanging, static elements scantly able to interact with their surroundings, towards complex systemic compounds with an impact on the environs that entails more than mere anthropic alteration. In pursuit of energy efficiency and true sustainability, buildings must acquire the ability to interact as well as to generate synergies. The most prominent features of this approach are energy management and information flows which, intelligently designed, not only enhance buildings’ capabilities, but also introduce a significant change in their relationship with the surrounds (‘smart cities’) and its inhabitants. This new paradigm calls for revisiting undergraduate architectural instruction, adopting a more complex overview of energy use and management in the design process, regarding buildings as dynamic rather than static entities. The methodology focuses on creating learning environments that favour students’ participation in problem solving and assessment, encouraging teamwork based on case studies and stressing the connection between this new architecture, ICTs included, and social networks as participatory design tools. These ideas were implemented in a pilot learning experience conducted at the University of Seville for undergraduate students. The use of ICTs and the collaboration of non-academic experts were observed to further student promotion and projection beyond the academic environment and introduce them to the professional community.

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